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SEND Information Report

 

School SEND Information Report 2019-2020

 

School Ethos for SEND

At Baddow Hall Infant School our vision is for every child to make the best possible progress. We provide a caring environment in which children can learn and develop to their full potential. We deliver an exciting and engaging curriculum by embedding inclusive practice from EYFS to the end of Key Stage One.

Children who require support relating to the four primary areas of special educational needs (communication and interaction; cognition and learning; social, emotional and mental health difficulties; sensory and/or processing needs) will receive support additional to or different from that which we provide as part of the differentiated curriculum. This is considered additional SEND support and will be tailored to the needs of the individual child to enable them to achieve the best possible educational and other outcomes. Additional SEND support is planned, monitored and reviewed regularly. 

We are committed to developing a strong partnership with parents, as we believe parental involvement for all children is key in achieving success.

The school has a number of pupils whose special educational needs fall into the following categories:

Autism and Social Communication

Speech, Language and Communication needs

Physical or Neurological Impairment

Sensory, Hearing, Visual or Multisensory impairments

Social, Emotional and Mental Health Difficulties

Learning Difficulties and Disabilities

Information about our policy for the identification and assessment for children with special educational needs.

The following procedures are in place to identify children with Special Educational Needs:

 

Step 1 - Pupils are assessed on entry and continuously throughout their time in school. Before children start in EYFS, we liaise with preschools and nurseries to ensure effective transfer of information and assessments; SENCO visits nurseries of pupils with special educational needs in the Summer Term before they start school and meets with parents if requested. Staff make home visits during the first two weeks of the school year.  Progress and attainment is monitored half termly for all children (KS1 Maths and English Assessments/ Foundation Stage- Areas of learning- Early Years Outcomes) by class teachers, the headteacher, subject leaders and the SENCO.

 

Step 2 - If teachers or teaching assistants have concerns about individual pupils, they discuss them at any time with the SENCO.  The class teacher provides High Quality First Teaching within class lessons, targeting areas of concern and these areas of weakness are discussed with parents.  Parents/carers can discuss concerns about their child’s progress with the class teacher at termly parents’ evenings or at other mutually agreed times after school.  Parents may also speak to the SENCO about their concerns

 

Step 3 – If a pupil’s progress continues to be a cause for concern, despite High Quality First Teaching targeted at specific areas of weakness and the child’s needs are ‘different from and additional to their peers’ or ‘they have a significantly greater difficulty in learning than the majority of others of the same age’ then they are identified as requiring SEN Support.  The class teacher and SENCO meet with parents and complete assessment to gather information to create a ‘One Plan’ for the child and the process of ‘Assess, Plan, Do, Review’ begins. If appropriate, advice will be sought from external agencies to help the child make progress.

Information on the kinds of special education provision at our school.

  • All class teachers provide Quality First Teaching that is differentiated to meet the needs of all learners and to enable pupils with SEND to work alongside their peers.
  • We have an experienced SENCO with up to date knowledge and information, who regularly attends Local Authority Updates, SENCO cluster meetings and other training.
  • Additional adult support in every classroom: Reception – one full time Teaching Assistant in each class; KS1 – each class has a Teaching Assistant every morning and at least one afternoon.  Additional Teaching Assistants are deployed to work with individual pupils or groups in various classes throughout the week to support learning and lead interventions.
  • 1stClass@Number to support children in maths.
  • Precision teaching to support recall of high frequency words and letter sounds.
  • Five Minute Box intervention to support pupils with literacy skills
  • WellComm assessment tool and intervention to support speech and language development for pupils identified through assessment
  • Fisher Family Trust Wave 3 Literacy Intervention to support children with reading and writing.
  • Communication and language support for children in Foundation Stage.
  • Team Around the Child model used to develop partnership with parents.
  • SENCO liaison with outside agencies involved with individual children, including specialist teachers regarding advice and support.
  • Referral to appropriate outside agencies for example; speech therapist, occupational therapist and EWMHS.
  • Access to Educational Psychologist.
  • Speech and Language care plans followed with individual children by experienced teaching assistants
  • Gym Trail activities
  • Sensory Room
  • Bubble Time to support personal, social and emotional development.
  • Play therapy delivered by trained support staff.
  • Family Support Worker to support parents and children with identified areas.
  • 1:1 Counselling to support children’s emotional needs.
  • Individualised planning for High Needs Pupils
  • Flexible timetable as required for individual pupils
  • A range of resources to facilitate access to the curriculum and learning environment, e.g. visual timetables, Numicon, iPads, Clicker6 and talking whiteboards.

Information on how we assess progress for children with special educational needs.

  • Each child with a One Plan or an EHCP has person centred planning meetings once per term with SENCO, teachers, support staff and parents.
  • Target tracker is used to track progress and attainment
  • Half termly assessments against Development Matters month bandings within Foundation Stage and National curriculum expectations within KS1. Pre-Key Stage Standards are used for pupils working below the level of the National Curriculum.
  • Assessments from professionals.
  • Autism Education Trust Progression Framework for pupils with Autism Spectrum Condition
  • Pre and post data for Wave 2 and Wave 3 interventions.
  • Boxall Profile assessments.
  • WellComm Speech and Language screening on entry to the school and following intervention.
  • Progress for emotional, social and behavioural development through observations by teachers, support staff and parents.
  • Person centred annual reviews for children with Education Health and Care plans.
  • Provision map for key interventions reviewed half termly.

Information on how we evaluate the effectiveness of the provision for children with special educational needs.

  • Parents are involved in assessing the effectiveness of the provision for their child during review meetings.
  • Measuring pupil outcomes at the end of Foundation Stage and KS1 against all children and national data.
  • Governor with allocated responsibility for SEND (Stephanie Ayers) meets regularly with SENCO and reports back to governors.
  • Analysis of trends over time for children with special educational needs.
  • Analysis of the outcomes of Wave 2 and 3 interventions.
  • SEN provision review is updated each term.
  • Parent surveys sent out annually to families of pupils with SEND.
  • Half termly meetings between teachers and SENCO to evaluate (and adjust if necessary) current SEN provision within classes.

How we train and support our staff to ensure the education and wellbeing of our learners.

  • Regular training for SENCO – including termly SENCO updates, SENCO cluster meetings and annual SENCO conference. 
  • SENCO works alongside SEN support staff to develop skills and provision.
  • Training for all staff in areas relating to specific needs relating to current cohort, led by SENCO and /or outside specialists.  Training recently has been around Attachment Theory and Good Autism Practice
  • Support staff trained to deliver wave 2 & 3 interventions.
  • Local networks provide support.  The SENCO is a Lead Practitioner for Autism (AET Level 3) and attends termly Lead Practitioner Group meetings with other local SENCOs and specialist teachers to share good practice.
  • Joint training with partner junior school.
  • Training for staff to support children with medical needs.
  • Performance management cycle.

Information about how equipment and facilities to support children with special educational needs will be secured.

  • Access to Educational Psychologist, specialist teachers, health professionals
  • Equality and Disability Plan
  • SEN development plan.
  • Provision for support staff to support children with special educational needs identified within annual budget.
  • Provision to deliver Wave 2 and 3 interventions identified within annual budget.

The arrangements for consulting parents of children with special educational needs.

  • As part of a child’s induction to Foundation Stage a home visit is offered in September with the child’s class teacher.
  • SENCO role is highlighted to parents at annual year group meetings.
  • Termly ‘One Planning’ (person centred planning) for children with special educational needs involving the children (where appropriate), parents, school staff and external agencies (where appropriate).
  • Parent consultation evenings during which SENCO is available.
  • SENCO has an open door policy and is available to meet regularly with parents of children with special educational needs.
  • Parents attend annual reviews for statements or Education Health and Care Plans.
  • Parents attend Team Around the Child meetings.
  • Annual questionnaire sent out to parents of pupils with SEND.

The arrangements for consulting children with special educational needs.

  • Annual questionnaire for pupils with SEN – completed with a familiar adult, enabling them to share their views
  • The comments and views of children receiving additional SEN support are recorded by supporting adults at review time.
  • All children self-evaluate their learning during lessons (‘traffic lighting’).

School arrangements for supporting pupils transferring between stages of education.

  • Transition Booklets are created for all pupils with special educational needs coming into the school or leaving the school.
  • Additional visits for pupils new to reception in the summer term before they start and the opportunity to visit their classroom before the start of school during the first INSET day of the year to refamiliarise themselves with the school before they come in with the other children.
  • Phased transition for pupils who require a slower introduction to full time education (when appropriate and as agreed with school and parents).
  • SENCO from Infant and Junior school liaise regularly throughout the year and complete a thorough handover before pupils transition.  All children complete a transition programme and an enhanced programme is provided for children with additional needs or Education Health and Care Plans, including reading buddies and treasure hunts around the Junior School.  Staff from the Junior school attend One Planning meetings for Year 2 children with SEND in the summer term, plan additional visits in small groups to get to know the school and come over to meet them in their Y2 classes.

Additional information

The name and contact details of our SEN co-ordinator

Sally Norris

Baddow Hall Infant School

01245 471338

admin@baddowhall-inf.essex.sch.uk

Information about the LA local offer can be found at:

 

http://www.essexlocaloffer.org.uk/

 

Arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEN concerning the provision made at the school can be found on the school website:

www.baddowhallinfant.co.uk